The Centre for Universal Education has called for a new Global Compact in Learning in order to take education forward in developing countries. It has published a report, entitled A Global compact on Learning: Taking Action on Education in Developing Countries, which documents the need for a new Compact and explains the Compact principles.

The Report notes that collective global commitments and energy has driven the education agenda to yield positive results in terms of improved access to school for poor children in developing countries. Unfortunately, this progress has not translated into improved learning and educational outcomes, especially for children living in poverty and other vulnerable circumstances in developing countries. Although millions of children now attend school, many leave school without being able to read, write, solve problems or think critically. Given that evidence shows that learning levels are more important than years in school for individual wages, health outcomes and national economic growth, it is critical that the a new Global Compact on Learning with an expanded education agenda be collectively agreed to, one that has as its main objective LEARNING (rather than mere education) FOR ALL. There needs to be a shift from the previous emphasis on access to education to an emphasis on quality learning outcomes for all.

The Report argues that in order for this to become a reality for all, role-players at international, continental and regional level, including donors, aid agencies, governments, and civil society, must work together within a new learning-focussed framework and contribute to making the following six principles of the Global Compact on Learning a reality:

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  • High-level political leadership to drive education goals at all levels. At an international level, education is not on the G8 or G20 agenda.
  • Partnerships of multiple stakeholders complementing and supporting each other in the delivery of meaningful quality learning.
  • More resources must be committed and used more effectively. UNESCO estimates a 16-billion-dollar shortfall to support basic education needs in developing countries. The report points out that there needs to be a greater commitment by developed countries and other partners to make up this shortfall. For example, the United States, whilst contributing a significant $500-million to education, should contribute a much larger sum to global health, namely $7-billion.
  • Learning achievements must be measured in a way that allows the tracking of progress.
  • Strident advocacy must catalyse much-needed leadership, action and resources.
  • Evidence must be collected to build an information-base of best practices for good learning outcomes.

In short, if all actors commit to these principles, there is huge potential for making significant progress towards the goal of learning for all.

The starting point in terms of action and change, in terms of this report, is to improve early childhood education and development – an essential foundational element necessary for good learning outcomes. As such, the envisaged Global Compact sees education as a life-long process starting before formal primary school years and the initiative therefore requires the active support and involvement of ECD stakeholders and role-players.

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Click here to view the report: A Global Compact on Learning